Understanding Individual Differences in Lower-Proficiency Students' Engagement with Teacher Written Corrective Feedback

Autor/inn/en	Zheng, Yao; Yu, Shulin; Liu, Zhuoyao
Titel	Understanding Individual Differences in Lower-Proficiency Students' Engagement with Teacher Written Corrective Feedback
Quelle	In: Teaching in Higher Education, 28 (2023) 2, S.301-321 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zheng, Yao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1806225
Schlagwörter	College Students; Low Achievement; Feedback (Response); Written Language; Teacher Student Relationship; Learner Engagement; Individual Differences; Error Correction; Foreign Countries; English Language Learners; English (Second Language); Influences; Beliefs; Student Educational Objectives; Student Evaluation; Teacher Behavior; China + Suchen Sie Ihr Suchwort? Collegestudent; Unterdurchschnittliche Leistung; Geschriebene Sprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Individueller Unterschied; Korrektur; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Influence; Einfluss; Einflussfaktor; Belief; Glaube; Schulnote; Studentische Bewertung; Teacher behaviour; Lehrerverhalten
Abstract	While research on written corrective feedback (WCF) has proliferated over the past three decades, scant attention has been paid to how lower-proficiency (LP) students engage with teacher WCF in specific contexts and why they (dis)engage in the ways they do. This case study explored two Chinese LP students' engagement with teacher WCF in English writing for an in-depth understanding of the individual differences in their engagement and the influencing factors. By analyzing teacher WCF, students' essay drafts, immediate oral reports, and retrospective interviews, the study revealed that (1) their engagement was distinctively different in terms that one's engagement was relatively extensive, especially in the affective aspect, but the other's engagement was at a relatively limited level, characterized by negative emotions and scant cognitive engagement, and (2) their differences in engagement could be attributed to the individual factors of student beliefs and goals, and the contextual factor of teacher-student relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01